Understanding and articulating teacher knowledge

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Abstract

In 1985 at Laverton Secondary College (Victoria, Australia) a small group of teachers met together on a regular basis to discuss their attempts to improve the quality of students’ classroom learning. The structure that developed and became the basis of the Project for the Enhancement of Effective Learning (PEEL) approach (Baird and Northfield, 1992) involved collaboration, support, sharing of ideas and approaches to teaching, and importantly, the development of an articulation of how to share knowledge about teaching for understanding. This occurred through the regular meetings in which the discussion of teaching and learning was the central focus and was supported by a small group of academics.

Original languageEnglish
Title of host publicationDeveloping Teachers and Teaching Practice
Subtitle of host publicationInternational Research Perspectives
EditorsCiaran Sugrue, Christopher Day
Place of PublicationLondon UK
PublisherTaylor & Francis
Chapter9
Pages146-161
Number of pages16
Edition1st
ISBN (Electronic)0203166183, 9781134504534
ISBN (Print)0415262542, 9780415262545
DOIs
Publication statusPublished - 2002

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